Abstract
THE RELATIONSHIP BETWEEN THE CLASSROOM DISCIPLINARY UNDERSTANDINGS OF CLASS TEACHERS AND THEIR JOB SATISFACTION
It is considered that the determination of the relationship between the classroom disciplinary understandings of class teachers and their job satisfaction will contribute to the studies of classroom management to increase the effectiveness of teachers. The purpose of this study is to examine the relationship between the classroom disciplinary understandings of class teachers and their job satisfaction. In this research, the descriptive research method of the types of quantitative research was used. The universe of the research consists of the classroom teachers who work in the central town of Bayburt City. The sample of the research covers 150 classroom teachers who are selected from the central town of Bayburt by the simple probability sampling method. Under the research, “The Survey of Teachers’ Classroom Disciplinary Understandings”, which was developed by Tumkaya (2005), and “the Minnesota Job Satisfaction Scale”, which was developed by Dawis and his friends (1967), were used as the data collection instrument. The data obtained from the research was analyzed by the statistical software package SPSS 17.0 (Statistical Package for the Social Sciences for Windows) is used. In the analysis of the research data, it was the analyses of frequency, percentage, t-test, ANOVA, and Pearson’s Correlation Coefficient. As a result of this research, it has been achieved the results that the classroom disciplinary understandings of the classroom teachers do not differ significantly by gender; the classroom disciplinary understandings of those who have 1-5 years of seniority are more democratic than those who have 16 years and over; there is a moderate positive significant relationship between the classroom disciplinary understanding and the general job satisfaction and between the intrinsic job satisfaction and the extrinsic job satisfaction, which are the sub-dimensions of job satisfaction; and 44% of the variability in the job satisfaction results from the classroom disciplinary understanding of teachers.
Keywords
Teacher Class, Classroom Disciplinary Understandings, Job Satisfaction
